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GNDU QUESTION PAPERS 2023
BBA 4
th
SEMESTER
ENGLISH (Compulsory)
Time Allowed: 3 Hours Maximum Marks: 50
Note: Aempt Five quesons in all, selecng at least One queson from each secon. The
Fih queson may be aempted from any secon. All quesons carry equal marks.
SECTION–A
Do as directed :
1. Put the verb into the correct form, present simple or past simple, acve or passive.
(i) The company is not independent. It ______ (own) by a much larger company.
(ii) It’s a big factory. Five hundred people ______ (employ) there.
Complete the sentences using being + the given verb in correct form.
(iii) I am an adult. I don’t like ______ a child. (treat)
(iv) We went to the party without ______. (invite)
Read the situaons and complete the sentences using where.
(v) You work in a factory. The factory is going to close down next month. You tell a friend:
The ______ is going to close down next month.
(vi) You play football in a park on Sundays. You show a friend the park. You say :
This is the ______ on Sundays.
Put in that or what where necessary :
(vii) Why do you blame me for everything ______ goes wrong ?
(viii) I won’t be able to do much, but I will do ______ I can.
Make one sentence from two. Use who/that/which.
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(ix) A building was destroyed in the re. It has now been rebuilt.
(x) Some people were arrested. They have now been released.
2. Put in must or can’t :
(i) That restaurant ______ be very good. It is always empty.
(ii) That restaurant ______ be very good. It is always full of people.
Read the situaon and make sentences from the words in brackets. Use might.
(iii) I can’t nd my umbrella. Have you seen it ?
(it/be/in the car)
(iv) Why didn’t John answer the door bell ? I am sure he was at home at that me.
(he/go/to the bed early)
Use the words in brackets to complete these sentences. Use if / should
(v) We have no jobs at present. (the situaon/change)
If ______, we will contact you.
(vi) I think everything will be ok. (there/be/any/problems)
If ______, I am sure we will be able to solve them.
Which is correct ?
(vii) I don’t mind if you come home late unless/as long as you come in quietly.
(viii) I am going now unless/provided you want me to stay.
Use your own ideas to complete these sentences.
(ix) It started to rain during ______.
(x) What are you going to do while ______.
SECTION–B
3. Why do the swans ll the poet’s heart with sadness in the poem ‘The Wild Swans At
Lake Coole’?
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4. What is the central idea of ‘Ah, Are You Digging On My Grave?’
SECTION–C
5. Write the words which are similar in meaning to the following :
(i) clear and rm
(ii) a formal internaonal agreement
(iii) the natural features of land
(iv) happening repeatedly but not necessarily frequently
(v) incomplete agreement
(vi) the protecon of natural resources
(vii) the state of no longer exisng
(viii) chemicals used to kill insects
(ix) to reach a decision aer careful thought
(x) to return to an earlier and beer condion
6. Complete the sentences with words given below.
These words replace the words in parentheses, which are similar in meaning.
abandon, adversely, contenon, induce, substanal, accumulaon, aributable, curb,
pose, undeniable
(i) The queson of which naons should cut their greenhouse gas emissions remains a
maer of (disagreement) ______.
(ii) Most sciensts believe, that it is sll possible to (limit) ______ the eects of deforestaon
if we improve our management of the world’s forests.
(iii) There is (unquesonable) ______ evidence that polar ice caps are beginning to shrink.
(iv) Some policians argue that developing countries should share responsibility for the
(build up) ______ of greenhouse gases.
(v) Rising sea levels (present) ______ a threat to inhabitants of coastal areas.
(vi) During the hurricane, many people had to (leave) ______ their homes.
(vii) The company put their refrigerators on sale in order to (persuade) ______ customers to
buy them.
(viii) The heat wave (badly) ______ aected all the farms in the area.
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(ix) It costs a/an (considerable) ______ amount of money to buy a car that has a gas
electric engine.
(x) Many people believe that the recent warm winters in North America are (caused by)
______ to global warming.
SECTION–D
7. When does Language Learning Begin ?
8. What are the advantages of Mullingualism ?
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GNDU ANSWER PAPERS 2023
BBA 4
th
SEMESTER
ENGLISH (Compulsory)
Time Allowed: 3 Hours Maximum Marks: 50
Note: Aempt Five quesons in all, selecng at least One queson from each secon. The
Fih queson may be aempted from any secon. All quesons carry equal marks.
SECTION–A
Do as directed :
1. Put the verb into the correct form, present simple or past simple, acve or passive.
(i) The company is not independent. It ______ (own) by a much larger company.
(ii) It’s a big factory. Five hundred people ______ (employ) there.
Ans: (i) The company is not independent. It is owned by a much larger company.
(ii) It’s a big factory. Five hundred people are employed there.
Complete the sentences using being + the given verb in correct form.
(iii) I am an adult. I don’t like ______ a child. (treat)
(iv) We went to the party without ______. (invite)
Ans: (iii) I am an adult. I don’t like being treated like a child.
(iv) We went to the party without being invited.
Read the situaons and complete the sentences using where.
(v) You work in a factory. The factory is going to close down next month. You tell a friend:
The ______ is going to close down next month.
(vi) You play football in a park on Sundays. You show a friend the park. You say :
This is the ______ on Sundays.
Ans: (v) You work in a factory. The factory is going to close down.
The factory where I work is going to close down next month.
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(vi) You play football in a park on Sundays.
This is the park where we play football on Sundays.
Put in that or what where necessary :
(vii) Why do you blame me for everything ______ goes wrong ?
(viii) I won’t be able to do much, but I will do ______ I can.
Ans: (vii) Why do you blame me for everything that goes wrong?
(viii) I won’t be able to do much, but I will do what I can.
Make one sentence from two. Use who/that/which.
(ix) A building was destroyed in the re. It has now been rebuilt.
(x) Some people were arrested. They have now been released.
Ans: The building that was destroyed in the re has now been rebuilt.
The people who were arrested have now been released.
2. Put in must or can’t :
(i) That restaurant ______ be very good. It is always empty.
(ii) That restaurant ______ be very good. It is always full of people.
Ans: (i) That restaurant can’t be very good. It is always empty.
(ii) That restaurant must be very good. It is always full of people.
Read the situaon and make sentences from the words in brackets. Use might.
(iii) I can’t nd my umbrella. Have you seen it ?
(it/be/in the car)
(iv) Why didn’t John answer the door bell ? I am sure he was at home at that me.
(he/go/to the bed early)
Ans: It might be in the car.
He might have gone to bed early.
Use the words in brackets to complete these sentences. Use if / should
(v) We have no jobs at present. (the situaon/change)
If ______, we will contact you.
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(vi) I think everything will be ok. (there/be/any/problems)
If ______, I am sure we will be able to solve them.
Ans: If the situaon changes, we will contact you.
If there are any problems, I am sure we will be able to solve them.
Which is correct ?
(vii) I don’t mind if you come home late unless/as long as you come in quietly.
(viii) I am going now unless/provided you want me to stay.
Ans: (vii) I don’t mind if you come home late as long as you come in quietly.
(viii) I am going now unless you want me to stay.
Use your own ideas to complete these sentences.
(ix) It started to rain during ______.
(x) What are you going to do while ______.
Ans: (ix) It started to rain during the match / our journey / the function.
(any suitable activity)
(x) What are you going to do while you are waiting / I am away / it stops raining?
SECTION–B
3. Why do the swans ll the poet’s heart with sadness in the poem ‘The Wild Swans At
Lake Coole’?
Ans: The poem “The Wild Swans at Coole” by W.B. Yeats is a deeply emotional and reflective
poem. On the surface, it seems to be about a poet watching a group of swans on a lake. But
inside, it is really about time, aging, lost youth, fading dreams, and the painful realization
that life has changed forever. The swans fill the poet’s heart with sadness because they
remind him of everything he has lost and everything that has changed in his life.
1. Passage of Time and the Pain of Growing Old
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When Yeats first saw the swans, he was young, energetic, and hopeful. Time has passed
now. It has been nineteen years since he first counted the swans at Coole Lake. In those
nineteen years, his life has gone through struggles, disappointments, heartbreaks, and
emotional weariness. He has become older, weaker, and more tired.
But when he looks at the swans again, he realizes something striking:
the swans are still the same.
They are still beautiful, strong, graceful, full of life and energy. They are not affected by time
the way humans are. Their youth seems eternal, while the poet feels himself growing old
and fading. This contrast between the immortal-looking swans and his own aging body fills
him with sadness. The swans represent everything he wishes he still had — strength,
passion, and joy.
2. Unchanging Nature vs. Changing Human Life
Nature remains constant, while human life keeps changing. The trees, lake, and swans
remain almost as they always were, but Yeats’s life has altered deeply. His dreams have
changed, his circumstances have changed, and even his emotional world is not the same.
When he compares his present self with his past self, he feels a sense of loss.
The swans remind him of the life he can never return to — a life of youth, excitement, and
bliss.
3. Lost Love and Emotional Emptiness
Another source of sadness is Yeats’s emotional loneliness. During the time he wrote the
poem, Yeats had faced emotional heartbreak, including his unfulfilled love for Maud Gonne.
The passion once burning inside him now feels weaker. But the swans are still paired, still
united, still flying together. They symbolize love, companionship, and loyalty. Seeing their
togetherness makes Yeats feel his own emotional isolation even more deeply.
So the swans remind him not only of lost youth but also of love he could never fully attain.
4. Fear of the Future
The poet is also afraid of the unknown future. As he watches the swans flying joyfully, he
wonders how long he will continue to watch them. One day he might not be there. Life is
temporary, and humans cannot escape aging and death. This awareness fills his heart with
sadness. The swans, on the other hand, seem eternal and free. They do not fear the future,
they do not worry, they simply live. This difference hurts him emotionally.
5. Memory of Happiness That Cannot Return
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The swans trigger nostalgia — a beautiful but painful feeling. They remind him of a time
when life felt meaningful, when hope was alive, when he felt spirited and young. Now,
although the scene looks the same, he no longer feels the same. The moment creates a
deep awareness that the happiness of youth can be remembered, but never fully relived.
This realization makes his heart heavy.
Conclusion
In simple terms, the swans fill the poet’s heart with sadness because they are a powerful
reminder of everything he has lost with time — his youth, his strength, his emotional
passion, his dreams, and even love. They stand for beauty, freedom, vitality, and
permanence, while he represents aging, loneliness, and change. The swans remain vibrant
and unaltered, but the poet’s life has transformed painfully. This contrast between
unchanging nature and changing human life creates a deep emotional sadness in Yeats’s
heart.
4. What is the central idea of ‘Ah, Are You Digging On My Grave?’
Ans: Central Idea of “Ah, Are You Digging On My Grave?”
Introduction
Thomas Hardy, known for his realistic and often pessimistic outlook, wrote “Ah, Are You
Digging On My Grave?” in 1913. The poem is a ballad that combines irony, dark humor, and
philosophical reflection. It presents a dialogue between a deceased woman and the living
world, highlighting the painful truth that death often leads to neglect and forgetfulness.
Summary of the Poem
The poem begins with the dead woman asking who is digging on her grave. She imagines it
might be her loved ones—her husband, relatives, or friends—paying tribute to her memory.
Each time, however, she is disappointed:
• Her husband has remarried.
• Her relatives have moved on.
• Her friends no longer think of her.
Finally, she learns that the digging is done by her dog, not out of loyalty, but simply to bury a
bone.
This twist ending emphasizes Hardy’s central idea: the dead are soon forgotten, and life
continues without them.
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Themes and Central Idea
1. Forgetfulness of the Living
The poem shows how quickly people forget the dead. Even those closest to the woman—
her husband, family, and friends—have moved on with their lives. Hardy suggests that
human memory is short-lived, and death severs emotional ties.
2. Irony of Death
The woman expects devotion and remembrance, but instead faces indifference. The irony
peaks when even her loyal dog is not mourning her but simply acting instinctively.
3. Futility of Expecting Eternal Remembrance
Hardy critiques the human desire to be remembered after death. The poem suggests that
such expectations are futile because life is transient and people prioritize their own survival
and happiness.
4. Satire on Human Relationships
The poem satirizes relationships by showing that love, friendship, and loyalty often fade
after death. Hardy uses humor and irony to expose the fragility of human bonds.
Literary Devices Supporting the Central Idea
• Dialogue Form: The dead woman’s questions and the responses create dramatic
tension.
• Irony: Each answer contradicts her expectations, reinforcing the theme of
forgetfulness.
• Symbolism: The dog symbolizes instinct and survival, contrasting with human ideals
of loyalty.
• Ballad Form: The simple, lyrical structure makes the poem accessible while
delivering profound meaning.
A Relatable Reflection
Imagine someone who passes away expecting their family to visit their grave regularly.
Initially, they might, but as years pass, life’s demands take over—marriages, careers,
responsibilities. The grave becomes neglected. Hardy captures this universal truth with
biting irony, reminding us that death isolates us completely, and remembrance is fleeting.
Conclusion
The central idea of “Ah, Are You Digging On My Grave?” is that death brings not eternal
remembrance but inevitable forgetfulness. Hardy uses irony and dark humor to show that
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even the closest relationships fade with time. The poem is a sobering reminder of life’s
transience and the futility of expecting loyalty beyond the grave.
SECTION–C
5. Write the words which are similar in meaning to the following :
(i) clear and rm
(ii) a formal internaonal agreement
(iii) the natural features of land
(iv) happening repeatedly but not necessarily frequently
(v) incomplete agreement
(vi) the protecon of natural resources
(vii) the state of no longer exisng
(viii) chemicals used to kill insects
(ix) to reach a decision aer careful thought
(x) to return to an earlier and beer condion
Ans: (i) clear and rm — Denite / Determined
(ii) a formal internaonal agreement — Treaty
(iii) the natural features of land — Landscape / Topography
(iv) happening repeatedly but not necessarily frequently — Occasional / Intermient
(v) incomplete agreement — Paral agreement / Consensus-in-part
(vi) the protecon of natural resources — Conservaon
(vii) the state of no longer exisng — Exncon
(viii) chemicals used to kill insects — Inseccides / Pescides
(ix) to reach a decision aer careful thought — Conclude / Decide
(x) to return to an earlier and beer condion — Restore / Revert
6. Complete the sentences with words given below.
These words replace the words in parentheses, which are similar in meaning.
abandon, adversely, contenon, induce, substanal, accumulaon, aributable, curb,
pose, undeniable
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(i) The queson of which naons should cut their greenhouse gas emissions remains a
maer of (disagreement) ______.
(ii) Most sciensts believe, that it is sll possible to (limit) ______ the eects of deforestaon
if we improve our management of the world’s forests.
(iii) There is (unquesonable) ______ evidence that polar ice caps are beginning to shrink.
(iv) Some policians argue that developing countries should share responsibility for the
(build up) ______ of greenhouse gases.
(v) Rising sea levels (present) ______ a threat to inhabitants of coastal areas.
(vi) During the hurricane, many people had to (leave) ______ their homes.
(vii) The company put their refrigerators on sale in order to (persuade) ______ customers to
buy them.
(viii) The heat wave (badly) ______ aected all the farms in the area.
(ix) It costs a/an (considerable) ______ amount of money to buy a car that has a gas electric
engine.
(x) Many people believe that the recent warm winters in North America are (caused by)
______ to global warming.
Ans: (i) disagreement → contention
The question … remains a matter of contention.
(ii) limit → curb
It is still possible to curb the effects of deforestation…
(iii) unquestionable → undeniable
There is undeniable evidence…
(iv) build up → accumulation
…responsibility for the accumulation of greenhouse gases.
(v) present → pose
Rising sea levels pose a threat…
(vi) leave → abandon
…people had to abandon their homes.
(vii) persuade → induce
…on sale in order to induce customers…
(viii) badly → adversely
…heat wave adversely affected…
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(ix) considerable → substantial
It costs a substantial amount of money…
(x) caused by → attributable
…warm winters… are attributable to global warming.
SECTION–D
7. When does Language Learning Begin ?
Ans: Language is one of the most wonderful gifts that human beings have. It is through
language that we think, express our feelings, share our ideas, and connect with society. But
an interesting question arises: When does language learning actually begin? Does it start
when a child first speaks? Or when they go to school? Or does it begin even earlier?
Surprisingly, language learning begins much earlier than most people think. It actually
starts before birth, continues rapidly during childhood, and develops throughout life.
Language Learning Begins Before Birth
Modern research has shown that language learning does not wait until a child is born. When
a baby is still inside the mother’s womb, especially after six months of pregnancy, it can
hear sounds. The baby mainly hears the heartbeat and internal noises, but it can also hear
the mother’s voice and sounds from the outside world.
The baby becomes familiar with the rhythm, tone, and melody of the mother’s language.
This is why newborn babies react more to their mother’s voice and the language spoken at
home. So, we can say that the earliest stage of language learning begins in the womb.
Language Learning in Early Childhood
After birth, language learning becomes even more active. The first year of a child’s life is
very important for language development. Although babies cannot speak immediately, they
are constantly listening, observing, and learning.
Stages of Language Learning in Early Childhood
1. Crying Stage (Birth onwards)
Crying is the earliest form of communication. A baby cries differently when it is
hungry, sleepy, or uncomfortable. Parents slowly understand these signals. So,
communication begins from the very first day.
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2. Cooing and Babbling (3 to 6 months)
The baby starts making sounds like “aaa,” “ooo,” “baba,” “mama.” This is an
important step because the baby is experimenting with sounds and learning how to
use the tongue, lips, and voice.
3. Understanding Before Speaking (6 to 12 months)
Before babies can speak words, they understand a lot. They recognize voices,
familiar faces, and often respond to simple instructions like “come here” or “give
me.”
4. First Words (Around 1 year)
Words like “mama,” “papa,” “water,” “no,” or “bye” begin to appear. This is the
starting point of real speech.
5. Rapid Language Growth (2 to 5 years)
This is the golden period of language learning. Children begin speaking short
sentences, asking questions, sharing feelings, and copying adults. By the age of five,
most children can express themselves quite clearly.
Role of Environment in Language Learning
Though children are born with the natural ability to learn language, the environment plays a
very important role. A child who hears people talk frequently, is encouraged to speak, and
lives in a rich language environment learns faster.
• Talking to children
• Reading stories to them
• Singing songs and rhymes
• Allowing them to interact with others
All these things help language grow.
If a child grows up in silence or without communication, language development becomes
weak. So, language learning begins early, but it grows only when the child gets the right
environment and support.
Language Learning in School Years and Beyond
When children start school, language learning becomes more structured. They learn:
• Reading
• Writing
• Grammar
• Vocabulary
School strengthens the language foundation and helps children use language for learning
other subjects, communicating socially, and expressing ideas more clearly.
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Even adults continue learning language. We learn new words, new expressions, and
sometimes even new languages. So, language learning is a lifelong process, but the
foundation is built very early.
Conclusion
Language learning does not begin when a child first speaks or when they start school. It
actually begins before birth, develops rapidly in early childhood, and strengthens through
experience, environment, interaction, and education. From listening in the mother’s womb
to speaking first words, from childhood conversations to school learning and adult
communication, language keeps growing throughout life.
8. What are the advantages of Mullingualism ?
Ans: Advantages of Multilingualism
Introduction
In today’s interconnected world, the ability to speak multiple languages is more than just a
communication tool—it is a gateway to cognitive, social, and professional enrichment.
Multilingualism refers to the ability to use more than one language fluently, and research
shows that it has profound impacts on the brain, society, and personal development.
In simple words: multilingualism makes you smarter, more adaptable, and more
connected to the world.
Cognitive Advantages
One of the most fascinating aspects of multilingualism is its impact on the brain.
• Improved Memory: Learning and using multiple languages strengthens memory and
recall.
• Problem-Solving Skills: Multilingual individuals often excel at creative thinking and
problem-solving because they can approach challenges from different perspectives.
• Mental Flexibility: Switching between languages trains the brain to adapt quickly,
improving multitasking abilities.
• Delay in Cognitive Decline: Studies show that multilingualism can delay the onset of
age-related cognitive decline and dementia.
In essence, multilingualism is like a workout for the brain—it keeps it sharp and resilient.
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Educational and Professional Benefits
• Academic Achievement: Students who are multilingual often perform better in
subjects requiring analytical skills.
• Career Opportunities: In a global economy, multilingual employees are highly
valued. They can work across borders, communicate with diverse clients, and access
international markets.
• Competitive Edge: Multilingualism provides a unique advantage in fields like
diplomacy, business, tourism, and education.
Being multilingual is not just a skill—it’s a career booster.
Cultural and Social Advantages
• Cultural Understanding: Knowing multiple languages allows individuals to appreciate
literature, traditions, and art in their original form.
• Empathy and Tolerance: Multilingual people often develop greater empathy and
tolerance by engaging with diverse cultures.
• Social Connections: It becomes easier to form friendships and networks across
communities and countries.
• Identity and Belonging: For many, multilingualism strengthens cultural identity and
provides a sense of belonging to multiple worlds.
Multilingualism builds bridges between cultures, fostering harmony and inclusivity.
Personal Growth
• Confidence: Mastering multiple languages boosts self-esteem and confidence.
• Adaptability: Multilingual individuals adapt better to new environments and
challenges.
• Broader Worldview: Exposure to different languages expands perspectives, making
individuals more open-minded.
Multilingualism enriches life experiences, making travel, learning, and relationships
more meaningful.
Summary Table
Advantage Area
Benefits of Multilingualism
Cognitive
Better memory, problem-solving, multitasking, delayed dementia
Educational
Higher academic performance, analytical skills
Professional
Global career opportunities, competitive edge
Cultural
Deeper cultural appreciation, empathy, tolerance
Social
Stronger connections, inclusivity, identity
Personal Growth
Confidence, adaptability, broader worldview
Risks and Challenges
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While multilingualism has immense advantages, it can also present challenges:
• Initial Learning Difficulty: Mastering multiple languages requires time and effort.
• Language Interference: Sometimes, languages may overlap, causing confusion.
• Social Pressure: In some societies, speaking minority languages may face stigma.
However, these challenges are minor compared to the lifelong benefits multilingualism
provides.
Final Thoughts
Multilingualism is not just about speaking different languages—it is about thinking
differently, connecting deeply, and living fully. It sharpens the brain, opens doors to
careers, fosters empathy, and enriches personal identity. In a globalized world,
multilingualism is both a practical necessity and a profound gift.
“This paper has been carefully prepared for educaonal purposes. If you noce any
mistakes or have suggesons, feel free to share your feedback.”
